Robin Walker: First, I thank my right hon. Friend the Member for Harlow (Robert Halfon) for opening this very important debate. I am grateful for the opportunity to discuss my Department’s plans for addressing the immediate and longer term challenges facing young people and adults in education.
I find myself in a rare moment of agreement with the hon. Member for Twickenham (Munira Wilson) in my surprise that the Back Benches, certainly on the Opposition side of the House, were so empty during this debate. Her party brought in at least two Members throughout the entirety of the debate, but the Labour Benches have been strangely unpopulated for most of it. However, that has provided the opportunity for some really excellent speeches by members of the Education Committee—my right hon. Friend the Member for Harlow and my hon. Friend the Member for Penistone and Stocksbridge (Miriam Cates)—and I listened carefully to the points they made.
Since the then Minister for School Standards led a debate on the main estimates in July last year, our pupils, students and staff in educational institutions have gone through more disruption and distress, and now face a different environment as we begin to live with covid. During this period, teachers and other educational professionals have continued to show extraordinary commitment and dedication, and I echo the thanks of the Chair of the Select Committee to everybody who works in the sector. I know that people in all our schools up and down the country have done a phenomenal job in supporting the education of young people and continue to do so.
The Secretary of State has set out his priorities of schools, skills and families, and I think my right hon. Friend the Member for Harlow is right to challenge us to include social justice in that list. Given his focus in this debate, I want to talk about our focus on disadvantaged pupils and the important work of the national tutoring programme before moving on to talk about adult education. First, though, I will set out, as I believe I am supposed to do in these debates, the overall funding picture.
In 2021-22, the Department for Education resource budget is around £82 billion. While there is a small decrease since the beginning of the financial year, as the hon. Member for Twickenham pointed out, this relates primarily to an accounting movement driven by a decrease in the impairment to the student loan book, which itself is driven by macroeconomic factors. Of the £82 billion, £60.2 billion is for estimate lines relating to early years and schools, and £20.3 billion for estimate lines relating primarily to post-16 and skills. Overall, in 2021-22 the Department is targeting about £10 billion of funding to supporting additional needs and disadvantaged pupils in schools, including through the pupil premium and our education recovery programmes.
I assure my right hon. Friend the Member for Harlow and all those present that we continue to look for ways to tilt our policies towards disadvantaged and vulnerable pupils in our schools and colleges. As well as the £2.5 billion pupil premium and the £1 billion recovery premium both focusing on disadvantaged pupils, we are mindful of other pupil groups whose circumstances make academic success a greater challenge. I am looking forward to giving evidence on the Gypsy, Roma and Traveller population to my right hon. Friend and his Select Committee, which I know is carrying out an inquiry on that issue.
Following the 2019 children in need review, we have invested significantly to support the outcomes of children with a social worker. For example, last year we extended the role of virtual school heads to ensure that every child with a social worker has a local champion. For the past two years, we have funded research to test what works best in improving their educational outcomes. From September 2021, school designated safeguarding leads have a greater focus on improving the educational outcomes of children with a social worker, and we recently made changes to the school admissions code to ensure that the fair access protocol prioritises children who have been subject to a child in need plan or a child protection plan in the last 12 months.
For those who have left the care system, local authorities have a legal duty to support care leavers to engage in education, employment or training, including by appointing a personal adviser to help with the transition to independence. Care leavers studying in further education are a priority group for the 16-to-19 bursary of £1,200 a year. Incentives are in place for employers that recruit care leaver apprentices. The Government meet all training costs for young people aged 16 and 17, and this has been extended to the age of 25 for care leavers. Employers can claim an additional £1,000 for every care leaver, in recognition of the additional support they may need, and in 2018 we introduced a £1,000 bursary for care leavers starting an apprenticeship. We have published guidance to universities highlighting the areas where care leavers may need extra support, with examples of effective practice from across the sector. Many universities have now signed the care leaver covenant and published an offer for care leavers, and we provide a £2,000 bursary for each care leaver who goes to university.
We have all witnessed the impact on pupils, students and staff of school absence through illness or self-isolation. One of my Department’s clear priorities is the return of ordered school life and the recovery of lost academic  ground, so I shall start my overview with the catch-up funding we have made available to all schools, directed to highly effective activities, and the tutoring revolution we have launched across all parts of England for pupils aged 5 to 16.
The recovery premium, a grant to all state schools in England for this and the next two years, is additional funding worth over £1.3 billion to help schools to deliver evidence-based approaches to support education recovery. We know that disadvantaged pupils have been hardest hit, and it is right that our recovery funding prioritises those who need it most. The recovery premium is therefore based on pupil premium eligibility to ensure that schools with the highest numbers of disadvantaged pupils receive the largest amounts. School leaders are encouraged to use the funding to address their disadvantaged pupils’ specific needs using proven practice, and those requirements are reflected in the grant conditions for the pupil premium. We have protected the pupil premium per pupil grant, and schools are sharing £2.5 billion this year, allocated according to the number of disadvantaged pupils on their rolls. School leaders have a lot of choice about how the grant is spent, but it should be on proven approaches that evidence shows make a real difference to disadvantaged pupils.
As we have heard from across the House, there is good evidence that small group tutoring works to accelerate pupils’ progress. Last year, in its first year, the national tutoring programme launched more than 300,000 tutoring courses. Feedback from schools and pupils was almost unanimous that the programme made a real difference. Given the size of the challenge, our ambition grew for this year, and we aim to supply up to 2 million high-quality tuition courses. We listened to schools’ reflections on the initial year and introduced a new option—school-led tutoring—in September 2021, to complement the tuition partner and academic mentor options.
The £579 million grant, calculated from the number of disadvantaged pupils on roll, enables school leaders to arrange subsidised tutoring themselves using existing staff who are well informed about their pupils and already known to them. That new approach has flourished. The figures we published in January for the autumn term showed an estimated 230,000 courses started by pupils through school-led tutoring, which was far ahead of the expected uptake. When added to more than 70,000 courses started with tuition partners and academic mentors, and last year’s 300,000 courses, it means that more than 600,000 pupils have started to receive tuition since 2020. A school survey suggested that 71% of responding schools felt the tutoring is benefiting academic progress, and 80% felt that it is improving pupils’ confidence.
I greatly enjoyed seeing tutoring in action through different models during my visits to Burnopfield Primary School in County Durham, which was employing an academic mentor, and Dunton Green Primary School in Kent, which was working on the school-led route and where pupils and staff were enthusiastic about the fresh approach to recovering lost education. The Department will be publishing the latest participation data shortly to update the House, the Education Committee, and the public about the progress being made. I have heard loud and clear the calls for more regional data to be available, and I am determined that we get that out at the earliest opportunity.
It was great to hear from my hon. Friend the Member for Penistone and Stocksbridge about her personal experience of teaching and tutoring, and her support for the ambition of reaching 2 million pupils over the course of this year. Although I acknowledge that take-up has been slow in parts of the programme, this Department listens to the schools it serves. Continuous improvement is built into our operation. My officials are working with our delivery partner, Randstad, to address challenges that have arisen this year. Schools continue energetically to employ academic mentors, for whom there is a healthy order book, and tuition partners continue to recruit new schools. We continue to listen to both schools and those delivering the tutoring. Last month we brought together tutoring organisations for a national workshop, and the Secretary of State and I recently met a group of the programme’s tuition partners, to hear their experiences of delivering the programme.
Overall, the programme is on track to deliver its objectives for this year. We constantly review the effectiveness of our policy delivery, making in-year adjustments to ensure that as many pupils as possible benefit from tutoring. That flexibility means that we do not anticipate a notable underspend at the end of the year. The Secretary of State and I have regularly been meeting Randstad, and our officials continue to monitor its performance on a weekly basis.
My right hon. Friend the Member for Harlow has raised many times using underspend from the tutoring programme to address the hugely important issue of attendance. That is a shared priority, and I totally understand his determination to consider that issue, as well as the strong case that has been made for attendance mentoring. I am keen that we explore and consider that, but I do not think it right to cannibalise tutoring funding to do it. I want to ensure that we find other ways of addressing that issue.
A question has been raised about the target for disadvantaged children within the national tutoring programme. I want to be clear that the 65% pupil premium target is not being removed, and the Department and Randstad remain committed to that target across the tuition partners pillar. Some flexibility was introduced for individual tutoring organisations so that schools and pupils did not miss out on valuable tutoring. They were encouraged to look at whether they could move ahead with providing tuition courses to individual schools without having to set that particular target within every single school. I appreciate that the communication of that did not necessarily come across as it should. It is important that we correct the record to be clear that the 65% target still stands and is an important part of how we are targeting this across the system. We are looking at how we can further improve the national tutoring programme for next year and will announce our plans in due course.
My hope and expectation is that more schools and tutoring organisations will get behind this concerted drive to tackle lost education. I look to all hon. Members present and colleagues across the country to champion this unique opportunity for schools in their constituencies. Together, we can ensure that the tutoring revolution delivers its benefits to every pupil who needs it and that, as my hon. Friend the Member for Penistone and Stocksbridge said, it becomes an established part of the education system.

Robin Walker: I do not have those figures to hand, but it is important to state, as in a number of debates, it has been suggested that there will be a major underspend in the programme, that I do not necessarily anticipate that to be the case. I think that we can spend the money and do so effectively, and part of the reason for that is the flexibilities we have introduced to ensure that this can be delivered across all three strands of the programme.
I turn to adult education. My ambition for schools is matched by that of my ministerial colleagues with responsibility for adult education. That ambition is backed by our investment of £3.8 billion more in further education and skills over the course of this Parliament.
Apprenticeships are more important than ever in helping businesses to recruit the right people and develop the skills that they need. I pay tribute to my right hon. Friend the Member for Harlow for his work over a long period to raise the profile and esteem of apprenticeships. We are increasing apprenticeships funding, which will grow to £2.7 billion by 2024-25, and we have already seen more than 164,000 starts in the first quarter of the academic year, which is roughly a third—34%—higher than in the same period in 2020-21 and 5% higher than in 2019-20, before the pandemic. We encourage people of all ages to consider apprenticeships. There is now more choice than ever before, with 640 high-quality standards across a range of sectors.
I note my right hon. Friend’s interest in and continuing passion for teacher apprenticeships and agree that apprenticeships should give a route into a range of professions. I am assured that there is a range of apprenticeships in education, including a level 6 teaching apprenticeship. But we should continue to look at this area while of course maintaining the esteem of teaching being a graduate profession. His suggestion is absolutely in line with that.
I note that my right hon. Friend the Member for South Northamptonshire (Dame Andrea Leadsom) had to leave the debate earlier than we might have anticipated. She has been passionate about advocating the importance of apprenticeships for the early years. She has done fascinating work in that space in championing the value not only of the early years but of its workforce. I was pleased that, at the spending review, the Chancellor announced a £300 million package to transform services for parents, carers, babies and children in half of local authorities in England. That includes £10 million for trials of innovative workforce models in a smaller number of areas to test approaches to support available to new parents. With that work, we can look at some of the areas she has championed such as early years mental health support, breastfeeding support and the early years development workforce as potential areas for the development of new apprenticeship standards.
We are also supporting the largest expansion of our traineeship programme to ensure more young people can progress to an apprenticeship or work. We are funding up to 72,000 traineeship places over the next three years. As part of our post-16 reforms, as set out in the skills for jobs White Paper, employer-led local skills improvement plans will be rolled out across England. Those will help to ensure that learners are able to develop the critical skills that will enable them to get a well-paid and secure job, no matter where they live.